Editorial

Editoria

Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

Student induction, a key element of transition to university, is of great importance because it marks the initial face-to-face interaction between students and university staff and their introduction to learning in higher education. In the School of Accounting, Finance and Economics at the University of Greenwich, a tailored induction approach is used for incoming Chinese Direct Entry (CDE) students. The goal of this induction is to familiarise CDE students with the United Kingdom (UK) learning environment to counter the academic culture shock which international students can experience. CDE induction begins with sessions which explain UK teaching, learning and assessment approaches, followed by an introduction to the university’s library resources. Students then collaborate in small groups, applying the techniques and knowledge they have gained to analyse case studies. This immediate engagement with student-centred learning jumpstarts independent study skills, collaboration and friendships among CDE students

Development and analysis of a Numbas diagnostic tool for use in a mathematics refresher program

We describe the development and analysis of an online diagnostic tool implemented in the Numbas e-learning system and used in an Australian university mathematics refresher program. Following the rapid transition to online delivery of the refresher program caused by COVID-19, the diagnostic instruments and methods used within the pre-pandemic, in-person, version of the program were lost. In 2022, we undertook to revive them in a way that would honour their original diagnostic purpose but offer a more sophisticated approach utilising the Numbas diagnostic exam type. Improvement of the tool after its initial deployment has involved the use of Rasch-based item analysis and recursive refinement of the knowledge map underlying the items

Creating authentic assessment in mathematics

Assessment of students’ mathematics knowledge within higher education (HE) has normally taken a very traditional approach. Closed-book assessments have long been the favoured mode of assessment (Iannone & Simpson, 2011) which often requires students to recall facts, formulae, and methods. One could argue that this type of assessment is limited in its ability to effectively assess how well a student’s ability to authentically use mathematics has developed. Due to the recent pandemic, many institutions were forced to rethink their assessment methods so that they could be delivered online and remotely. As such, there has been a renewed sense of need for more ‘authentic’ assessments for mathematics-based programmes.In this paper, we will discuss our journey of creating more authentic assessments for apprentices enrolled on a new Data Science Degree Apprenticeship, particularly in mathematics/statistics. We will compare two years of delivery of the course; the first year of delivery which comprised of traditional assessment methods (coursework/exam) and the second year of delivery that used more authentic assessment methods. We will discuss the pros and cons of each model by reflecting on our practice and drawing on apprentices’ feedback

Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training

Front-line professions such as environmental health require practitioners to demonstrate competence in practice-based skills typically gained only through on-the-job experience. However, practice opportunities have been more scarce, owing mainly to austerity but also to the impact of the COVID-19 pandemic, so necessitating novel approaches to teaching and learning. 360 technology has recently emerged as a possible solution, but its potential for use in an environmental health setting, such as housing inspection and regulation, is virtually unknown.This study involved the use of a 360-degree camera to record a simulated walkthrough and mock inspection of a two-storey house. These ‘photospheres’ were demonstrated to under- and postgraduate students, who were then surveyed online to explore their attitudes towards the use of this technology as a training method. Analysis of the questionnaire responses revealed four self-reported themes: experience of housing regulation and enforcement practice and training; experiences of 360 technology in housing inspection practice and enforcement; attitudes towards using 360 technology versus traditional photograph and filming methods for experiential learning, training and practice purposes; and attitudes towards the application of 360 technology for experiential learning and training purposes in housing inspection enforcement and regulation.The results indicated that students found this a helpful and flexible tool, particularly valuing its immersive nature, both for initial training and continuing professional development (CPD) in housing inspections and interventions. It has wider applicability to other frontline professional practices and requires further development to help shape new forms of training

Making the Move from "Med Math" to Medication Administration and Safety

The World Health Organization (WHO) recognized medication errors as a global health problem in 2017 highlighting them as a top patient safety challenge (World Health Organization, 2023). The American Association of Colleges of Nursing (AACN) highlights quality and safety one of the essentials of nursing (2021). In response to declining medication math scores and the emphasis on patient safety, one Midwest United States nursing program updated their curriculum to address medication administration and safety on exams instead of just “med math” as dosage calculation. Addressing the varying skills and knowledge of foundational mathematical concepts for nursing students entering and progressing throughout the program remains an area of further study

Editorial

The editorial for Issue 22.

Editorial

Editoria